以小组互评学习为主的自主式教学方法对特殊患者口腔护理清洁程度和学习态度的影响
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摘要
目的探讨以小组互评学习为主的自主式教学方法对特殊患者口腔清洁程度和学习态度的影响,为解决教学难点,提高护生学习兴趣和改革教学方式提供新思路。方法 2018年10月,抽取2016级西安外事学院医学院护理专业8个班学生,共426名,按随机抽签的方法分为实验组(213名)与对照组(213名),根据评估口腔清洁程度效果,并通过问卷调查掌握小组互评学习的自主式教学法对护生的各方面影响。结果两组特殊患者口腔清洁率成功、清洁失败率、放弃清洁率比较,差异有高度统计学意义(P <0.01)。同时实验组护生的学习兴趣明显高于对照组,差异有高度统计学意义(P <0.01)。结论以小组互评学习为主的自主式教学方法具有明显参与性、受到护生欢迎,课前主动查找相关资料,学习兴趣浓,有效解决教学难点,这种教学方法值得应用和推荐。
Objective To investigate the impact of team-based collaborative learning teaching method on nasogastric indwelling catheter success probability and learning interest in nursing students, in order to solve the difficulty, and provide a new method for improving the success rate of nasogastric indwelling catheter and changing teaching pattern in nursing students. Methods A total of 426 nursing students, from 8 classes of 2016 grade in Medical College of Xi′an International University, according to the random draw method were randomly sampling and divided into two groups,the experiment group(213 students), control group(213 students). The control group was given traditional teaching method for the indwelling catheter, the experiment group was given the team-based collaborative learning teaching method, the success rate and learning interest of nursing in two groups were compared. Results The clear success rate,clear failure rate, giving up clear rate in two groups were compared, the differences were statistically significant(P <0.01). The learning interest of students in experiment group was higher than control group, the difference was statistically significant(P < 0.01). Conclusion Team-based collaborative learning teaching method can effectively improve the success rate of catheter nursing students, stimulate learning interest, it is worthy of promotion and application.
Objective To investigate the impact of team-based collaborative learning teaching method on nasogastric indwelling catheter success probability and learning interest in nursing students, in order to solve the difficulty, and provide a new method for improving the success rate of nasogastric indwelling catheter and changing teaching pattern in nursing students. Methods A total of 426 nursing students, from 8 classes of 2016 grade in Medical College of Xi′an International University, according to the random draw method were randomly sampling and divided into two groups,the experiment group(213 students), control group(213 students). The control group was given traditional teaching method for the indwelling catheter, the experiment group was given the team-based collaborative learning teaching method, the success rate and learning interest of nursing in two groups were compared. Results The clear success rate,clear failure rate, giving up clear rate in two groups were compared, the differences were statistically significant(P <0.01). The learning interest of students in experiment group was higher than control group, the difference was statistically significant(P < 0.01). Conclusion Team-based collaborative learning teaching method can effectively improve the success rate of catheter nursing students, stimulate learning interest, it is worthy of promotion and application.
引文
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[15]黄嘉宁,沈洁,黄璐,等.虚拟现实技术在常规胃镜检查中的应用价值研究[J].中国医药导刊,2018,20(5):293-295.
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[19]宋艳丽,刘伟,田静,等.网络教学平台下基于SeminarCBT教学模式培养护理本科生自主学习能力的研究与实践[J].医学信息,2018,31(5):33-34.
[20]刘素敏.综合病例下站点式培训模式在护理实习生岗前培训考核中的应用效果分析[J].中国医药科学,2018,8(3):190-192,208.
[21]李滨,王丽燕,顾世民.信息化环境下临床医学理论与实践自主学习模式与集成合作教学模式的综合应用[J].华夏医学,2018,31(1):144-146.
[2]富爽,耿宁.不同焦虑状态护理专业学生成组配合对鼻胃管置入法护理清洁程度的影响[J].护理学报,2015,22(6):11-14.
[3]林一南.吸烟对口腔健康的危害[J].中国乡村医药,1996(9):18.
[4]郝铁钢,胡常健,徐文科,等.自助式教学模式探析[J].教育探索,2006,1(2):43-45.
[5]富爽.不同教学方法对护理专业学生鼻胃管置入护理影响的探讨[J].中国医学创新,2014,11(27):85-87.
[6]王倩,王艺鸣,石锐,等.小组互评法在《护理学管理》案例教学应用的探讨[J].全科护理,2012,11(11):3163-3165.
[7]赖恒静.任务型教学模式下学生自主学习能力的培养[J].科技咨询:科技管理,2018(10):89-90.
[8]彭明河.合作学习视角下的高中物理有效教学例谈[J].福建基础教育研究,2015(11):41-43.
[9]段正秀.信息化教学模式下医学类专业学生自主探究学习能力的培养策略研究[J].时间最新医学信息文摘,2018,18(78):68-70.
[10]丁瑛雪,崔虹.情景教学模式在七年制儿科临床见习中的应有[J].中国医药导报,2016,7(33):149-152.
[11]柳艳,洪宝剑,吴业军,等.兴趣驱动+自主探究教学模式在大学数学中的应用[J].数学学习与研究,2018(20):2.
[12]富爽.护理学生特殊患者鼻胃管置入成功概率与影响因素分析[J].中国医药导报,2014,11(29):116-118.
[13]王艳娜,李青,封桂英,等.自主式教学在护理学课程中应用的研究进展[J].中国医疗前沿,2013,8(23):11-12.
[14]钱蕾,史蕾,代辉娟,等.基础护理学实践教学中契约与同伴护互评联合学习法的应用[J].护理学杂志,2013,28(3):65-67.
[15]黄嘉宁,沈洁,黄璐,等.虚拟现实技术在常规胃镜检查中的应用价值研究[J].中国医药导刊,2018,20(5):293-295.
[16]常金荣,邝枣园,谭宇惠,等.生物技术专业开放与自主实验教学模式初探[J].教育教学论坛,2018,3(44):155-156.
[17]王丽英.信息时代下教师指导学生自主学习能力教学模式实证研究[J].佳木斯职业学院学报,2018,2(5):173-175.
[18]梁荫基,肖丹,杨巧红,等.基于PBL教学模式的学生综合能力评价体系研究[J].重庆医学,2012,41(30):3234-3286.
[19]宋艳丽,刘伟,田静,等.网络教学平台下基于SeminarCBT教学模式培养护理本科生自主学习能力的研究与实践[J].医学信息,2018,31(5):33-34.
[20]刘素敏.综合病例下站点式培训模式在护理实习生岗前培训考核中的应用效果分析[J].中国医药科学,2018,8(3):190-192,208.
[21]李滨,王丽燕,顾世民.信息化环境下临床医学理论与实践自主学习模式与集成合作教学模式的综合应用[J].华夏医学,2018,31(1):144-146.